Creative Use of Media in Teaching

CED 522 Teacher as Facilitator of Learning

Timothy W. Brock

Creative Uses of Media

Introduction

The information included in this class session was derived from Chapter 12, “Creative Uses of Media,” in the textbook, Teaching Today’s Teachers to Teach, by Donald Griggs. The professor will provide additional ideas about the use of media in congregational Christian education.

A Brief Review of Ideas Shared in the Text

In the material included in this chapter, Griggs emphasized the following key points:

· No technology can replace the teacher. Ultimately, the teacher is the most valuable asset in the teaching /learning process. Any media is a tool to be used at the discretion of the teacher.

· The teacher must be aware of the rationale behind the use of media. While the use of media can be innovative and entertaining, the savvy teacher selects media appropriate for the particular purposes and processes associated with the lesson.

· Media can be as simple as photographs, overhead projections, and old-fashioned slide-shows, to as complex as videos and advanced computer programs.

· In most cases, the effective use of media may be limited by the availability of technology, i.e. slide projectors, televisions with VCRs or DVD players, computers, and/or media projectors. Few churches have on-going access to more advanced forms of media technology.

Practical Ideas

In the context of congregational Christian education, a number of practical strategies are currently being used to facilitate the teaching/learning process.

1. Video-supported curriculum materials. This variation of Bible study curriculum materials generally includes a video (in some format) to be shown in the classroom context, a teacher’s guide (which describes the process that the class with following in responding to the video material), and/or a workbook (including lessons associated with the video that the student completes prior to the class session). Two examples of this approach are The Beth Moore Studies (produced by LifeWay) and the NOOMA series (featuring Rob Bell).

· Have you ever participated in or led a study based on this type of video-supported curriculum?

· If so, what was your assessment of this type of curriculum? What were the strengths? What were the limitations?

2. Internet-based curriculum materials. Curriculum materials can be expensive due to the cost of printing and shipping the hard copies. To remedy this situation, a number of curriculum producers are developing Internet-based curriculum materials. In this approach, each church pays a subscription fee (based on the number of persons active in the church). The Christian educator, al l teachers, and all students then are allowed access to various materials associated with the study. The Christian educator has access to all materials and administers the site. The teachers get access to prepared biblical commentary, lesson plans, and teaching aides (including videos and music). The students get access to the student materials and discussion boards and/or blog sites. Often, daily devotional materials and posting of prayer requests are offered through these groups. Two examples of this approach are Student Life Bible Study (www.studentlifebiblestudy.com) and LIVE curriculum (associated with Doug Fields, the author of Purpose-Driven Youth Ministry, at www.simplyyouthministry.com).

· Have you ever participated in or led a study based on this type of video-supported curriculum?

· If so, what was your assessment of this type of curriculum? What were the strengths? What were the limitations?

3. Class websites. Some Bible study classes have developed their own websites to facilitate the teaching and learning that takes place in the classroom context. These websites might include: biblical exegesis materials, devotional activities, a read-the-Bible-through plan, pictures of class activities, class calendars, discussion boards, blog sites, prayer lists, and related links.

· Have you ever participated in or led a study based on this type of video-supported curriculum?

· If so, what was your assessment of this type of curriculum? What were the strengths? What were the limitations?

4. Church-based computer labs. Some churches have invested in creating a computer lab in their building. These labs are generally housed in a designated and dedicated room (that can be secured when not in use). A lab might contain one to any number of individual computers, often networked so that lab uses can work on the same activities at the same time. Access to the Internet is also a common feature. In these labs, church members can teach persons who do not have access to a personal computer basic computing skills. (One of my former churches, First Baptist Church of Huntsville, Alabama, used this approach in its Christian Women’s Job Corp program.) Mission education groups can use the computers to view maps and pictures of the places that missionaries serve around the world. Some children have used these labs to establish “pen-pal” relationships with the children of missionaries or with the children served by the missionaries. Church choir leaders can use computer programming to teach skills in reading and composing music. A children’s or youth Sunday School class can use the lab to produce a newspaper describing the events associated with Holy Week as a creative writing experience. Photograph and art work can be accessed or created in this type of lab. One Presbyterian church in the Nashville area has created a third grade Sunday School class that uses a computer-based curriculum and teaching approaches.